Thinking Tools Velu

5/28/2018 Thinking Tools Velu

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ALAT PEMIKIRANDALAM

PENDIDIKAN MORAL

KU.VELUSAMY

BAHAGIAN PEMBANGUNAN KURIKULUM

KEMENTERIAN PELAJARAN MALAYSIA


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Apa dia?Mengapa ia perlu?

Bagaimana caramenggunakannya?

Apa itu Alat pemikiran?


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Alat pemikiran merupakaninstrumen yang boleh

membantu kita menggunakanminda kita secara sistematikdan berkesan.

Thinking Tools


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Guru perlukan ilmupengetahuan tentang alatpemikiran bagi mengaturstrategi terbaik untukmenjalakankan p&p yang

berkesan.

Alat Pemikiran


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Alat Pemikiran/Thinking Tools Taxanomy Bloom

Thinking maps

6 thinking hats

Thinkers keys

Mind maps

Multiple intelligences

Venn diagram

SWOT

Cort1

PMI (plus,minus,

interesting chart)

Scamper

Question matrix

KWHL

T-chart

Y-chart

Graphic organisers

Lotus diagram

Flow chart

Bone diagram

Fishbone diagram


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I THINK


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APA ITU I THINK?

Lapan peta pemikiran (Proses

pemikiran) adalah alat berfikir visual

yang memudahkan murid-murid

dalam memahami konsep,

menganalisis masalah dan mencari

penyelesaian.


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PETA MINDA I THINK

Peta minda mengandungi 8 proses

pemikiran, setiap satu diwakili oleh

satu alat pembelajaran visual-verbal

dan kedua-duanya bergabung

sebagai satu set alatan yang

menunjukkan hubungan.


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I THINK

8 Petapemikiran

8 Proses

minda


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circle map(peta bulatan)

bubble map(peta buih)

double bubblemap (petabuih

berganda)

Flow map

(peta alir)

Brace map(peta dakap)

Tree map(peta pokok)

Multi flow map(peta pelbagai

alir)

Bridge map(peta titi)


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8 KUNCI KEMAHIRAN/PROSES

PEMIKIRAN:Sumbang saran / mendefinisi

Menerangkan

membanding beza

membuat pengelasan

Hubungan seluruh-bahagian

Urutan Sebab dan akibat

Analogi (hubungan yang sama)


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Mendefinisi mengikut konteks

PETA BULATAN

Membantu aktiviti sumbang

sarandan menyenaraikansemua yang diketahui tentang

perkara atau idea tertentu

supaya perkara tersebut bolehditeroka.


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Peta Bulatan

Circle Map

Adapted from Thinking Maps - Tools for Learning 1995


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mendefinisi mengikut konteks

Peta Bulatan


Topik

utama

Konsep yang

anda tahu

Sempadan

Proses sumbang saran


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mendefinisi mengikut konteks

Peta Bulatan


14 Nilai

Universa

l

Kepercayaan kepada Tuhan

hormat bertanggungjawab

Hemah tinggi Kasih sayang

Keadilan Kederhanaan

Kerjasama Berterima kasih

Kejujuran Kerajinan Keberanian

Baik hati

Toleransi

Dokumen Standard P Moral


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Menerangkan

PETA BUIH:

Membantu menerangkan

sesuatu perkaraatau ideadengan menyenaraikan kata

adjektifsupaya boleh

menerang dan memahamisesuatu dengan lebih baik.


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PETA BUIH

BUBBLE MAP


( f)


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Untuk menerangkan (adjektif)

Peta Buih


KonseputamaAdjektif

1

Adjektif

4

Adjektif

2Adjektif

3

Adjektif5

Adjektif

6

P t B ih


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Peta Buih

Untuk menerangkan, guna adjektif


jujur

rajin

Amanah

baik

hati

ikhlas

budibahasa

Krishnan


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PETA BUIH BERGANDA:

Membantu menyenaraikan

persamaan dan perbezaan

antara dua perkara atau idea

supaya dapat membezakan

kedua-duanya denganmembanding & membeza

Membanding beza


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PETA BUIH BERGANDA

DOUBLE BUBBLE MAP



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Untuk band ing bezaPETA BUIH BERGANDA


konsep1

konsep2

sama

beza

sama

beza

beza

beza

beza

beza

sama


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U t k b d i b


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Untuk band ing beza

PETA BUIH BERGANDA


BPKTHAN

VELU

India

UPM

Thn BaruCina

Buddha

Cina

Deepavali

Hindu

SAINS

SOSIAL


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Membuat Pengelasan

PETA POKOK:

Membantu menyusun

maklumat supaya berada

dalam kumpulan yang berbeza

agar boleh memahami

maklumat tersebut dalamgambaran besar secara

menyeluruh.


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Membuat Pengelasan

PETA POKOK


M b t P l


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Membuat Pengelasan

PETA POKOK


Reading Skills:Main Ideas & Details; Taxonom y

Pendidikan Moral

Fokus Tema Nilai

Kognitif Psikomotor

Diri Saya Saya & JiranPenaakulan Perlakuan


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Hubungan Seluruh- bahagian

PETA DAKAP:

Membantu memecahkan

sesuatu kepada ciri-ciri

selanjutnya supaya dapat

memahami cara sesuatu

benda berfungsi.

PETA DAKAP


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PETA DAKAP

BRACE MAP


H b l h & b h i


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Hubungan seluruh & bahagian

PETA DAKAP


Fokus PMSek Ren

Perasaan

Penaakulan

Tindakan

tanggungjawab

akauntabiliti

Perlakuan

mental menaakul

perlakuan baik/jahat

salah/benar


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PETA ALIR:

Membantu menyenaraikan

langkah-langkah yang terlibatdalam sesuatu proses supaya

dapat memahami apa yang

perlu dilakukan untukmencapai sesuatu.

Urutan

PETA ALIR


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PETA ALIR

FLOW MAP


URUTAN


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URUTAN

PETA ALIR


Langkah 1 Langkah 2 Langkah 3

Langkah 1a Langkah1bLangkah 2a

Langkah 2b Langkah 3a Langkah 3b

U t


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UrutanPETA ALIR


Membersihkan

bilik darjah

Pengajaran &

Pembelajaran

Aktiviti

ko-kurikulum

Sapu

lantai

Buang

sampah

Pendidikan

Moral

Pendidikan

Islam

Kelab &

persatuan

Unit

Ber-

uniform


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Sebab dan Akibat

PETA PELBAGAI ALIR:

Membantu melakarkan

sebab dan akibat sesuatu

peristiwa agar boleh

memahami akibat tindakan-

tindakan yang diambil dancara untuk mengubahnya.

PETA PELBAGAI ALIR


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PETA PELBAGAI ALIR

MULTI FLOW MAP


Sebab dan ak ibat


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Sebab dan ak ibat

PETA PELBAGAI ALIR


Masalah/

isu

Sebab 2

Sebab 1 Akibat 1

Akibat 2


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suka bantukeluarga

Rajin belajar

Suka tolong

kawan

Hock Seng

Disayangi

rakan-rakan

Cemerlangdalam

pelajaran

Disayangikeluarga

SEBAB AKIBAT


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Analogi (hubungan yang sama,

mencari faktor penghubungan)

PETA TITI:Membantu menyenaraikan

beberapa pasangan butiran yang

berkaitan antara satu sama lainsupaya dapat memahami

perkara-perkara di dunia yangmempunyai hubungan yang

serupa (analogi).

PETA TITI


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PETA TITI

BRIDGE MAP


Samaseperti

Analog i


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Analog i

PETA TITI


Sama

seperti


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tokong kuil gereja vihara

Taoist as Hindu as Kristian as Buddhist

Faktor Penghubungan: tempat ibadat dengan penganutnya


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THINKING TOOL

PMI

(Plus, Minus,Interesting/

Tambah, Tolak,

Menarik)


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http://www.enchantedlearning.com/graphicorganizers/pmi/pmi+.shtml


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http://www.enchantedlearning.com/graphicorganizers/pmi/pmi+.shtml


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LATIHAN

MENGHADIRI

KURSUS JU DIPARK AVENUE

HOTEL, SG.PETANI

TAJUK PERBINCANGAN : MENGHADIRI KURSUS JU


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PLUS (+ve) MINUS (-ve) Interesting

Tambah ilmu

Makan percumaRamai kawan baru

Tingggal di hotel

Membeli belah

Tekanan/pening

Berat badanbertambah

Kerja di sekolah

tertangguh

Jauh dari keluargaDuit habis

Terdahulu

mendapat maklumattentang KSSR

Menikmati pelbagai

jenis makanan

Berkongsi idea daripelbagai negeri

Kepuasan

Dapat berjumpa dgn

Penulis buku

Menambah ilmu

Berkongsi ilmu

Penceramah yang

peramah

Makanan tak sedap

Tak ada wi-fi

Mabuk lift

Lift jammed

Letih Jadual padat

Tak dapat mandi di

kolam

Ramai kawan

Ada kolam renang

Berdekatan dgn

pusat membeli

belah

Pemandangan yg

cantik



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Dapat tambah

pengetahuan baruTambah kenalan

Pengalaman baru

sbg JU

Kongsi idea danpngalaman

Pertambahan

tugasanGangguan pdp

Matlamat MMI

terjejas

Tugasan sekolahtertunggak

Wifi berbayar

Peluang melancong

Seronok bersamakawan

Penceramah yg

hebat

Makanan yangsedap

Banyak pengalamn

Kawan baru

Kongsi idea

Dapat maklumat

awal

Jauh dari keluarga

Keluar kos

Pdp tertangguh

Tambah

tanggungjawab

Dapat rasai tempat

baru

Dapat beli belah

Dapat duduk hotel

Makanan percuma



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Dapat memahami

bidaya pelbagai bangsaMendapat motivasi dan

latihan sebagai JU

Bilik hotel kurang selesa

bilik perbincangan tidakkondusif

Tekanan

Kursus sampai malam

Hujan tak henti-henti,

tak boleh shopping

Masa terlalu suntuk

Di tengah pusat Bandar

Eratkan perpaduanBercukup rehat

Benda baru kenalan dgn

pakar bidang

Ketahui pedagogi terkini

HOTS

OverTime Merapatkan hubungan

sesama peserta tanpa

mengira kaumInteraksi yang berkesan

antara kawan-kawan

Budaya 1 malaysia

diwujudkan

Penceramah yang

berkaliber dan peramah


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THINKING TOOL

6 THINKING HATS

six thinking hats


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six thinking hats

Published by Advanced Practical Thinking Training, Inc. 1998 The McQuaig Group

Six hats

Six colors

Six types of thinking

The hats are directions,not descriptions ofthinkers

Each thinker should beable touse all of the hats


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The Six Thinking Hats Tool Kit

Blue Hat Thinking- Process

Thinking about thinking

What thinking is needed? Organizing the thinking

Planning for action

White Hat Thinking- Facts

Information and data Neutral and objective

What do I know?

What do I need to find out?

How will I get the information I need?

Green Hat Thinking - Creativity

Ideas, alternative, possibilities

Provocation - "PO"

Solutions to black hat problems


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Yellow Hat Thinking- Benefits

Positives, plus points

Logical reasons are given.

Why an idea is useful

Black Hat Thinking - Cautions Difficulties, weaknesses, dangers

Logical reasons are given.

Spotting the risks

Red Hat Thinking - Feelings Intuition, hunches, gut

instinct

My feelings right now.

Feelings can change.

No reasons are given.

six thinking hats


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six thinking hats


Ways to Use the Hats

Individually (i.e., thinking alone)

In conversation

In meetings

Reports and presentations

six thinking hats


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six thinking hats


white hat

What informationis available?

What information do we need?

How are we going to get the missinginformation?

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six thinking hats


red hat

What are my feelingsright now?What does my intuition tell me?

What is my gut reaction?

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six thinking hats


black hat

What are some possible problems?

What difficulties could we encounter?

What are points for caution?

What are the risks?

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six thinking hats


yellow hat

What are the benefits?

What are the positives?

What are the values?

Can this be made to work?

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six thinking hats


green hat

What creative ideas do we have?

What are the alternatives?

How can we overcome the black hat

difficulties?

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six thinking hats


blue hatWhere should we start?

What is the agenda?

What are the objectives?

Which hats should we use?

How can we summarize?

What should we do next?
http://johnkapeleris.com/blog/wp-content/uploads/2012/06/Six-Thinking-Hats-Process.png


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THINKING HATS
http://johnkapeleris.com/blog/wp-content/uploads/2012/06/Six-Thinking-Hats-Process.png


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WHITE

HAT

RED

HAT

YELLOW

HAT

BLUE

HAT

BLACK

HAT

GREEN

HAT

Identify the fact

and details of a

topic

Looks at a topic

from the point of

view of

emotions and

feelings

Focuses on the

positive

aspects of a

topic

Focuses on

reflection,

metacognition

(thinking about

thinking that is

required) and

the need tounderstand the

big picture

Examines the

problems

associated with

a topic

Requires

creativeness,

imagination

and lateral

thinking about

a topic

THINKING HATS


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THINKING TOOL

BLOOM-REVISEDVERSION


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F

O

U

N

D

A

T

I

O

N

H

I

G

H

E

R

O

R

D

E

R

T

H

I

N

K

I

N

G

T

H

I

N

K

I

N

G

Blooms

Taxonomy

Blooms

Taxonomy


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Taxonomy= Klasifikasi

mengkelaskan aras pemikiran

6 aras pemikiran kognitif

Mengapa Taksonomi Bloom


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Mengapa Taksonomi Bloom

perlu?

Merangka dan mengkaji objektifpembelajaran

Membina kurikulum

Mengenali kemahiran mudah dan kemahiransukar

Menyepadukan objektif pembelajaran denganteknik penilaian secara efektif


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Mencipta

Menilai

Menganalisis

mengaplikasi

Memahami

Mengetahui

Mencipta Murid dapat mencipta produk baru Thomas


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@ idea baru A.Edison

Menilai Murid dapat mencari rasional @

justifikasi ke atas sesuatu

pandangan/pegangan atau

keputusan.

Hakim

Menganalisis Murid dapat membanding bezakanbahagian-bahagian yang berlainan

Bahagian kereta

Mengaplikasi Murid dapat menggunakan

pengetahuannya.

Menggunakan

manual

penggunaMemahami Murid dapat menerangkan

idea@konsep Kamus

Mengetahui Murid dapat mengingati sesuatu

informasiEnsaiklopedia

Q ti i


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Questioning . . .

Higher level questions require complexapplication, analysis, evaluation or creationskills

Higher level questions

Encourage students to think more deeply andcritically

Facilitate problem solving

Encourage discussions

Stimulate students to seek information on theirown

University of Illinois (2006)Handout #

Mengetahui


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e geta uMurid dapat mengingati &

menyatakan apa yang telahdipelajari

Describing

Finding Identifying

Listing

Retrieving

Naming Locating

Recognizing

Can students recall information?

Remembering stems


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Remembering stemsWhat happened after...?

How many...?

What is...?

Who was it that...?

Name ...

Find the definition of

Describe what happened afterWho spoke to...?

Which is true or false...?

(Pohl, 2000)


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Memahami

Murid dapat menginterpretasi maksud /apayang telah dipelajari

Classifying

Comparing

Exemplifying

Explaining

Inferring

Interpreting

Paraphrasing

Summarizing

Can students explain ideas or concepts?

Understanding stems


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Understanding stems

Explain whyWrite in your own words

How would you explain?

Write a brief outline...

What do you think could have happened next...?

Who do you think...?

What was the main idea...?

Clarify

Illustrate

(Pohl, 2000)

Mengaplikasi


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MengaplikasiMurid dapat menggunakan informasi yang

dipelajari dalam satu konteks yang berlainandaripada yang dipelajari.

Implementing Carrying out

Using Executing

Can students use the information inanother familiar situation?

c =

Applying stems


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Applying stems

Explain another instance where

Group by characteristics such as

Which factors would you change if?

What questions would you ask of?

From the information given, develop a set of

instructions about

(Pohl, 2000)

engana s sMurid dapat menghuraikan/


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gMurid dapat menghuraikan/

menganalisis maklumat yang dipelajari

untuk memahaminya dengan lebihdetail.

Attributing

Comparing Deconstructing

Finding

Integrating

Organizing Outlining

Structuring

Can students break information into parts toexplore understandings and relationships?

Analyzing stems


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Analyzing stems

Which events could not have happened?If. ..happened, what might the ending have been?

How is...similar to...?

What do you see as other possible outcomes?

Why did...changes occur?Explain what must have happened when...

What are some or the problems of...?

Distinguish between...

What were some of the motives behind..?

What was the turning point?

What was the problem with...?

(Pohl, 2000)

Analyzing


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Verbs Distinguish Question Appraise Experiment Inspect Examine

Probe Separate Inquire Arrange Investigate

Sift Research Calculate Criticize Discriminate

Compare

Contrast

Survey Detect Group

Order Sequence Test Debate Analyze

Diagram Relate Dissect Categorize

Products

Questionnaire Database

Abstract

Report

Graph Spreadsheet

Checklist

Chart

Outline Comparison

Graphic organizer

(Tarlinton, 2003)

Analyzing


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Project Ideas

Use a Venn Diagram to show how two topics are the same anddifferent

Design a questionnaire to gather information and analyze theresults

Make a flow chart to show the critical stages of an event orstory plot

Classify the actions of the characters in the book Construct a graph to illustrate selected information Make a family tree showing relationships Conduct an investigation to produce information to support a

point of view Review a work of art in terms of form, color and texture Create a Decision Making Matrix to help you decide which

breakfast cereal to purchase

(Tarlinton, 2003)


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86

Menilai


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Murid dapat membuat keputusan

berdasarkan kritikan/penilaian/rekfleksi yang mendalam

Checking

Critiquing

Detecting

Experimenting

Hypothesising

Judging

Monitoring

Testing

Can students justify a decision or

a course of action?

Evaluating stems


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Evaluating stemsJudge the value of... What do you think about...?

Defend your position about...Do you think...is a good or bad thing?

How would you have handled...?

What changes to would you recommend?

Do you believe...? How would you feel if...?

How effective are...?

What are the consequences...?

What influence will....have on our lives?

What are the pros and cons of....?

Why is....of value?

What are the alternatives?

Who will gain & who will loose?(Pohl, 2000)

EvaluatingP d t


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Verbs Judge Rate Validate Predict Assess Score

Revise Infer Determine Prioritize Tell why

Compare Evaluate Defend Select Measure

Choose

Conclude Deduce Debate Justify Recommend

Discriminate Appraise Value Probe Argue Decide Criticize Rank Reject

Products

Debate Panel

Report

Evaluation

Investigation

Verdict

Conclusion

Persuasivespeech

(Tarlinton, 2003)

Evaluating


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Project Ideas

Persuasive presentation for a new schoolrule/suggesting changes needed

Prepare and conduct a debate

Prepare a list of criteria to judge Presentation about five rules you see as importantand convinces others of their importance

Write a half-yearly report evaluating personalprogress

Evaluate the characters actions in the story

(Tarlinton, 2003)

Evaluating


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Questions

Is there a better solution to...? Judge the value of... What do you think about...? Can you defend your position about...? Do you think...is a good or bad thing? How would you have handled...?

What changes to.. would you recommend? Do you believe...? How would you feel if. ..? How effective are. ..? What are the consequences..? What influence will....have on our lives?

What are the pros and cons of....? Why is ....of value? What are the alternatives? Who will gain & who will loose?

(Pohl, Learning to Think, Thinking to Learn, p. 14)

Mencipta


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Murid mencipta idea baru atau

maklumat dengan menggunakan apayang telah dipelajari

Constructing

Designing

Devising

Inventing

-Making

Planning

Producing

Can students generate new products,ideas, or ways of viewing things?


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Creating stems


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Creating stems

Design a...to...Devise a possible solution to

If you had access to all resources, how would you

deal with...?

Devise your own way to...

What would happen if ...?

How many ways can you...?

Create new and unusual uses for...

Develop a proposal which would...

(Pohl, 2000)

Creating


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Questions

Can you design a...to...? Can you see a possible solution to...? If you had access to all resources, how would you

deal with...?Why don't you devise your own way to...?What would happen if ...?How many ways can you...? Can you create new and unusual uses for...? Can you develop a proposal which would...?

(Pohl, Learning to Think, Thinking to Learn, p. 14)

Creating


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Verbs

ComposeAssembleOrganize Invent

Compile ForecastDevise Propose

Construct Plan PrepareDevelop

Originate

Formulate Improve

Act

Predict

Produce Blend

Set up

Devise

Concoct

Compile

Imagine

Generate

Products

Debate Panel

Report

Evaluation Investigation

Verdict

Conclusion Persuasive

speech

(Tarlinton, 2003)

Creating


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Project Ideas

Invent a machine to do a specific task Design a robot to do your homework Create a new product. Give it a name and plan a marketing

campaign. Write about your feelings in relation to...

Write a TV show play, puppet show, role play, song orpantomime about.. Design a new monetary system Develop a menu for a new restaurant using a variety of healthy

foods Design a record, book or magazine cover for...

Sell an idea Devise a way to... Make up a new language and use it in an example Write a jingle to advertise a new product

(Tarlinton, 2003)

The New Blooms


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LATIHAN

DILEMA HEIZ- GUBAH

SOALAN BERDASARKANVERSI BARU BLOOM

"Di Eropah, seorang wanita sedang menghadapi maut keranasakit tenat. Para doktor mengesahkan bahawa hanya terdapat


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g y psatu ubat sahaja yang dapat menyembuhkan penyakitnya itu.Ubat itu ditemui oleh seorang lelaki yang tinggal dalam bandaryang sama. Kos untuk membuat ubat tersebut ialah $200 tetapilelaki tersebut menjual hanya sedikit sahaja ubat itu denganharga $2 000 Heinz, suami wanita yang sakit itu cuba meminjamwang yang secukupnya untuk membeli ubat berkenaan. Beliauberjumpa dengan semua orang yang dikenalinya untukmeminjam wang. Tetapi, beliau hanya dapat setengah daripada

jumlah yang diperlukan. Beliau kemudian berjumpa dengan lelakiyang membuat ubat itu dan mengatakan bahawa isterinyasedang sakit tenat lalu meminta supaya ubat itu dijual denganharga murah sedikit ataupun membenarkannya membayar hargaubat itu kemudian. Tetapi lelaki tersebut mengatakan tidak, saya

telah membuat ubat ini dan saya akan mendapatkan wangdaripadanya. Oleh itu, Heinz memecah masuk ke dalam kedailelaki tersebut dan mencuri ubat itu". (Sumber: Atkinson et. al.,1983, hlm 81)

HEINZ


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HEINZ

Isteri sakit tenat

Ubat mahal

10 kali ganda kos

asal

Heinz tak mampu

Pinjam duit tapi

xcukup duit Rayu pada

sipenjual

Sipenjual tidak

berganjak

Heinz terdesak

Pecah masukkedai

Curi ubat untuk

mengubatiisterinya


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THINKING TOOL

SWOT ANALYSIS


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